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LA11 Novel Report 
Rubric Code: JX559WA
By toyea1
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: 9-12

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  Advanced Proficiency

4 pts

Proficiency

3 pts

Minimal Proficiency

2 pts

Partial Proficiency

1 pts

No Evidence of Achievement

0 pts

Reading (RL1/RI1)

Reporting Standard: Comprehend, evaluate, and analyze literary and informational text

Learning Target (Literary Text): I can use strong evidence from a text to support analysis of its central ideas.

Learning Target (Informational Text): I can use details and information from a text to support my analysis of its central ideas.
Advanced Proficiency

*Contains direct, quoted material from original text which expertly supports the analysis section of the report (paragraph 3).
Proficiency

*Contains direct, quoted material from original text which reasonably supports the analysis section of the report (paragraph 3).
*References sections of the original text expertly to support the analysis section of the report (paragraph 3).
Minimal Proficiency

*References sections of the original text in reasonable attempt to support the analysis section of the report (paragraph 3).
Partial Proficiency

*Analysis section of report (paragraph 3) does not include quoted material or reference to original text.
No Evidence of Achievement

*Analysis section of report (paragraph 3) is missing.
Reading (RL2/RI2)

Reporting Standard: Comprehend, evaluate, and analyze literary and informational text

Learning Target: I can summarize a text without adding my own ideas or opinions.
Advanced Proficiency

*Summary of original text (paragraph 2) does not contain any analysis (own ideas/opinions). These are saved for the analysis section (paragraph 3).
*Summary is concise (brief but comprehensive).
Proficiency

*Summary of original text (paragraph 2) contains little if any analysis (own ideas/opinions). Majority of analysis is in paragraph 3.
*Summary is fairly concise, not overly drawn out or wordy.
Minimal Proficiency

*Too much analysis (own ideas/opinions) is given in summary of original text (paragraph 2).
*Summary is overly long; too much information is included in explaining the plot of the text.
Partial Proficiency

*Analysis (own ideas/opinions) is merged with summary (paragraph 2); there is no distinction between the two.
*Student writes too brief a summary; does not show understanding of original text.
No Evidence of Achievement

*Summary section of report (paragraph 2) is missing.
Reading (RL3/RI3)

Reporting Standard: Comprehend, evaluate, and analyze literary and informational text

Learning Target (Literary Text): I can analyze an author's choices related to setting, plot, structure, and characterization in a story or drama.

Learning Target (Informational Text): I can analyze the specific interactions among a set of ideas, individuals, or a sequence of events in a text.
Advanced Proficiency

*Analysis section of report (paragraph 3) solidly addresses two to three topics - setting, plot structure, author's purpose, historical relevance, etc.
*Student's ideas/opinions are expressed completely and are logical.
Proficiency

*Analysis section of report (paragraph 3) clearly addresses at least two topics - setting, plot structure, author's purpose, historical relevance, etc.
* Student's ideas/opinions are expressed fairly logically and completely.
Minimal Proficiency

*Analysis section of report (paragraph 3) only addresses one topic.
*Student makes attempt to logically express his or her ideas/opinions, but they seem incomplete or not entirely thought out.
Partial Proficiency

*Analysis section of report (paragraph 3) attempts to address a topic.
*Student's ideas/opinions are vague and confusing.
No Evidence of Achievement

*Analysis section of report (paragraph 3) is missing.
Reading (RL10/RI10)

Reporting Standard: Comprehend, evaluate, and analyze literary and informational text

Learning Target (Literary Text): I can read and understand grade-level appropriate literary texts by the end of grade 11.

Learning Target (Informational Text): I can demonstrate the ability to read and understand appropriate literary nonfiction texts by the end of grade 11.
Advanced Proficiency

*Report shows clear understanding of the reading material.
*Reading material selected is appropriate for grade 11 (in difficulty, subject matter, or both).
Proficiency
Minimal Proficiency

*Understanding of reading material is mostly clear.
*Reading material selected is more advanced or less advanced than is appropriate for grade 11 (in difficulty, subject matter, or both).
Partial Proficiency

*Understanding of reading material isn't clear.
*Reading material is notably more advanced or less advanced than is appropriate for grade 11 (in difficulty, subject matter, or both).
No Evidence of Achievement

*No book read; no novel report submitted.
*Report is plagiarized (in part or in whole).
Writing (W2)

Reporting Standard: Write narrative, argument, and exposition for various tasks, purposes, and audiences

Learning Target: I can write clear, well-organized, and thoughtful informative and explanatory texts.
-with clear introduction and organization that builds on each successive idea.
-with sufficient variety of support and background information.
-with appropriate and varied transitions and sentence structures.
Advanced Proficiency

*Introduction (paragraph 1) includes all required information and introduces report cleverly and/or effectively.
*Report is well-organized and includes all required parts - introduction, summary, analysis, conclusion/ recommendation.
*Effective transitions are used throughout.
*Sentences are varied in construction and length.
Proficiency

*Introduction (paragraph 1) includes all relevant information about the book (title, author, # of pages, publisher). Introduces report adequately; feels complete.
*Report is organized according to guidelines - 4 paragraphs, introduction, summary, analysis, conclusion/ recommendation).
*Transitions attempted from one paragraph to the next.
*Variety in sentence structure attempted (happens naturally).
Minimal Proficiency

*Introduction (paragraph 1) includes relevant information (title, author, # of pages, publisher) and is written in paragraph form.
*Report lacks proper organization or is organized differently than stated in the posted guidelines.
*Transitions seem like an afterthought or weren't really considered.
*Sentences tend to be of the same length and construction.
Partial Proficiency

*Introductory material (title, author, # of pages, publisher) included but not in paragraph form.
*Report is disorganized, is written as one paragraph, or is missing required portions.
*No transitions.
*Sentences all the same length (or are a collection of fragments and run-ons).
No Evidence of Achievement

*No report turned in.
*No writing attempted.
Writing (W2, cont.)

Reporting Standard: Same as above

Learning Target: I can write clear, well-organized, and thoughtful informative and explanatory texts.
-with precise language, relevant vocabulary, and use of comparisons to express complex ideas.
-with appropriate tone and style that adheres to conventions, or expectations, of the discipline.
-with a strong concluding statement or section that logically relates to information presented in the text and restates the importance or rel
Advanced Proficiency

*Effective word choice and use of vocabulary throughout.
Relevant evidence (examples, text evidence, etc.) throughout.
*Consistent point of view (first or third person) throughout.
*Effective conclusion (paragraph 4) which follows guidelines and clearly provides closure.
Proficiency

*Effective word choice and use of vocabulary; some areas stronger than others.
*Relevant evidence (examples, text evidence, etc.); some areas stronger than others.
*Consistent point of view (third or first person) throughout.
*Conclusion (paragraph 4) follows guidelines and provides closure.
Minimal Proficiency

*Typical word choice and use of vocabulary; no memorable moments; nothing really stands out.
*Some examples and/or text evidence, but inconsistent.
*Point of view is mostly consistent; may have some errors.
*Conclusion (paragraph 4) included by does not follow guidelines and/or doesn't truly provide closure.
Partial Proficiency

*Word choices and use of vocabulary create confusion, including repeated typos or misspellings.
*No examples or text evidence.
*Inconsistent or constantly changing point of view.
*Conclusion is missing and/or is not effective.
No Evidence of Achievement

*No report turned in.
*No writing attempted.
Language (L1)

Reporting Standard: Address the conventions of standard English grammar, usage and mechanics

Learning Target: I can correctly use the conventions of English grammar and usage.

Learning Target: I can correctly use the conventions of standard English capitalization, punctuation, and spelling.
Advanced Proficiency

*Grammatical and usage errors are not found in student's writing.
*No errors.
Proficiency

*Grammatical and usage errors are negligible. They do not detract from the overall writing.
Minimal Proficiency

*Grammatical and usage errors are distracting at times; they affect the overall effectiveness of the writing.
Partial Proficiency

*Grammatical and usage errors cause confusion within the writing.
*Errors are a distraction that avoid the meaning to come through.
No Evidence of Achievement

*No report turned in.
*No writing attempted.




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